When I think of diversity, I think of differences among people. The differences are very much varied. Some differences could be ethnic backgrounds, age, special needs, and even economic classes among students. When the word "diversity" comes up in Education, a person can interpret the word in many different ways. The media center should be a place that serves the needs of all their students, no matter what their "difference" may be. I believe the media specialist should be open to having different resources for all types of students, and not have personal bias in their media center collection. The media center should be a place a students can go and not feel out of place.
Technology is a great way to motivate students. Usually no matter what the "differences" are among students they all feel as though technology is exciting to use. Technology can be used to support diversity for all students. If the media center is stocked with a variety of different resources for everyone, it will provide a vast amount of knowledge for all students. Some students may not have had much exposure to different types of information. Technology can reach many different groups of students.
While completing some of my field experience hours I have noticed that Central Elementary has a collection of some books that are written in Spanish. The media center houses many different types of books that contain different cultural and religious topics for students.
Sunday, April 25, 2010
Sunday, April 18, 2010
eBook of the Month: Just a few short Clicks away
• Just in time for Earth Day, is NetLibrary’s eBook of the Month, Mallory Goes Green!
Written by Laurie Friedman, Illustrated by Jennifer Kalis, April 2010
Before you spend those hard fought for dollars on eBooks, click on over to GALILEO and access your NetLibrary. Net Library provides access to an eContent collection. eContent is the digital version of books, journals, and database content. You can access your library’s eContent 24 hours a days, seven days a week. Within the UWG NetLibrary there are currently 27,441 eResources available. For the bi-lingual or foreign languages, they have English, French, and Spanish versions in addition to several others in Dutch, Japanese, Chinese, etc; Both fiction and non-fiction, accessible on-line and downloadable (MP3 and WMA). Additionally there are extra resources and Teachers’ help from links provided to the Publisher Web site, Teacher Resources and fun activities, Author’s blog, and this month “Mallory McDonald on Facebook”. Just like other great databases within GALILEO, there are both the Basic Search and Advance Search engines and the ability to create a free account for logging your eResource selections, bookmarks, favorites and manage your notes.
I went to the Rising Starr Middle School Galileo NetLibrary site and found 3,457 eResources available at that level.
So bookmark a few, write some notes and send some links to your teachers. Give them easy access to already available eResources and make them your allies on your crusade to bring eResources into the forefront. Don’t forget to post the monthly eBooks to your Media Center webpage and add it to your daily announcements. ‘One small click for man, one giant nanosecond for mankind.’
Written by Laurie Friedman, Illustrated by Jennifer Kalis, April 2010
Before you spend those hard fought for dollars on eBooks, click on over to GALILEO and access your NetLibrary. Net Library provides access to an eContent collection. eContent is the digital version of books, journals, and database content. You can access your library’s eContent 24 hours a days, seven days a week. Within the UWG NetLibrary there are currently 27,441 eResources available. For the bi-lingual or foreign languages, they have English, French, and Spanish versions in addition to several others in Dutch, Japanese, Chinese, etc; Both fiction and non-fiction, accessible on-line and downloadable (MP3 and WMA). Additionally there are extra resources and Teachers’ help from links provided to the Publisher Web site, Teacher Resources and fun activities, Author’s blog, and this month “Mallory McDonald on Facebook”. Just like other great databases within GALILEO, there are both the Basic Search and Advance Search engines and the ability to create a free account for logging your eResource selections, bookmarks, favorites and manage your notes.
I went to the Rising Starr Middle School Galileo NetLibrary site and found 3,457 eResources available at that level.
So bookmark a few, write some notes and send some links to your teachers. Give them easy access to already available eResources and make them your allies on your crusade to bring eResources into the forefront. Don’t forget to post the monthly eBooks to your Media Center webpage and add it to your daily announcements. ‘One small click for man, one giant nanosecond for mankind.’
Monday, April 12, 2010
Technology Training -Who has the time?
How many of you are so busy that when the pop-up offers you a chance to explore now, you close the box and tell yourself “later”? How many of you raise your hand when you hear the question, "Can someone explain how I...." about a software application? And how many of you wish you could do something more efficiently and effectively with less time? I suspect we all do or have done these at one time or the other. We are so busy these days that just the thought of planning and scheduling technology training is daunting. But broken into small bytes of data, the training will become effortless and effective.
First, know where you need to start. Survey what they need, how they need it, and when do they need it. Don’t train the world, convert your neighbors. Start close to home and like a good neighbor, the word will spread. Keep it simple. Simple goes farther. While there maybe 6 different ways to use the new scanner, they only need to know one of them. So pick the method that is the simplest and produces the best results. Such as, “Push the scan button”. Hit them where they are, don’t take up their time. Start their day with a ‘Tech Tip’. It can be delivered by email, comes regularly, and they can store it in an email folder for when they need it. Make it worthwhile for them, make them responsible. Check up on them and don’t fail to congratulate even the smallest achievements, publicly, and by name. No shotgun, “Atta-boys”.
Take your small bytes and consolidate them in a file and soon you’ll have to upgrade your flash drive! One person, one new skill, one step to success, one byte at a time.
First, know where you need to start. Survey what they need, how they need it, and when do they need it. Don’t train the world, convert your neighbors. Start close to home and like a good neighbor, the word will spread. Keep it simple. Simple goes farther. While there maybe 6 different ways to use the new scanner, they only need to know one of them. So pick the method that is the simplest and produces the best results. Such as, “Push the scan button”. Hit them where they are, don’t take up their time. Start their day with a ‘Tech Tip’. It can be delivered by email, comes regularly, and they can store it in an email folder for when they need it. Make it worthwhile for them, make them responsible. Check up on them and don’t fail to congratulate even the smallest achievements, publicly, and by name. No shotgun, “Atta-boys”.
Take your small bytes and consolidate them in a file and soon you’ll have to upgrade your flash drive! One person, one new skill, one step to success, one byte at a time.
Wednesday, April 7, 2010
Technology and the Information Specialist
In the reading for this week, this quote appeared, “Keeping knowledge and information to ourselves isn’t productive and doesn’t serve our students well” (Jurkowski, 2006). As I have been doing my volunteer hours and learning from the media specialist, I have had many a teacher approach me and ask why information appears to be “secret”. I have come to realize that some school media specialists are not always the most forthright in the dissemination of information. It is not that they are keeping it from others, it is simply not in their thoughts to share. This can also be the case with technology training.
This year, for the first time, there was a series of classes offered for PLUs that covered either reading instruction, math instruction, or technology training. Teachers signed up for any or all of them, depending upon their needs. The media specialist was somewhat perplexed that her class was not as well attended as the others and I truly believe it was due to her not surveying teachers in advance of the class. The class was a basic overview of what the school has to offer technologically and most teachers were already aware of the offerings so they did not attend. That being said, the class would be a good fit at a school with many new teachers. This year, since so many were returning, was probably not the best year to attempt a class like that.
When I am a media specialist, I hope to offer technology classes that teachers will want to attend. Doing the in-service modules in Instructional Design and the Tech Tip in this class really opened my eyes to how these can be done so that teachers can complete them on their own time. One of the nicest things about these modules is that they can be completed at any time, at a teacher’s convenience and they lead to further questioning. For face to face versions, I would hope to be able to talk with various grade level or subject level teachers and figure out a time that works for us all during the school day to go over new items.
One media specialist I know has a monthly coffee where she introduces new materials and technologies to teachers. They can come during their lunch time or during planning. It seems to work well for that school and is something I would like to implement.
As for do’s and don’ts, my list is quite simple:
*DO make yourself available for questions and ideas for tech trainings
*DO learn the new technology as soon as it hits the door of the school
*Do use your resources well. If there are teachers who know how to do something, have them teach a class!
*DON'T be afraid to learn something new!
Reference
Jurkowski, O. (2006). Technology and the school library. Lanham, MD: The Scarecrow Press, Inc.
This year, for the first time, there was a series of classes offered for PLUs that covered either reading instruction, math instruction, or technology training. Teachers signed up for any or all of them, depending upon their needs. The media specialist was somewhat perplexed that her class was not as well attended as the others and I truly believe it was due to her not surveying teachers in advance of the class. The class was a basic overview of what the school has to offer technologically and most teachers were already aware of the offerings so they did not attend. That being said, the class would be a good fit at a school with many new teachers. This year, since so many were returning, was probably not the best year to attempt a class like that.
When I am a media specialist, I hope to offer technology classes that teachers will want to attend. Doing the in-service modules in Instructional Design and the Tech Tip in this class really opened my eyes to how these can be done so that teachers can complete them on their own time. One of the nicest things about these modules is that they can be completed at any time, at a teacher’s convenience and they lead to further questioning. For face to face versions, I would hope to be able to talk with various grade level or subject level teachers and figure out a time that works for us all during the school day to go over new items.
One media specialist I know has a monthly coffee where she introduces new materials and technologies to teachers. They can come during their lunch time or during planning. It seems to work well for that school and is something I would like to implement.
As for do’s and don’ts, my list is quite simple:
*DO make yourself available for questions and ideas for tech trainings
*DO learn the new technology as soon as it hits the door of the school
*Do use your resources well. If there are teachers who know how to do something, have them teach a class!
*DON'T be afraid to learn something new!
Reference
Jurkowski, O. (2006). Technology and the school library. Lanham, MD: The Scarecrow Press, Inc.
Saturday, April 3, 2010
Video Distribution/GPB Resources
We have a video distribution system that is run solely by the school media specialist and the media parapro. I have been taught how to run it, but am the only person outside the two of them that have that capacity. I was taught after the media specialist was absent one day and the administrators needed to show a video school-wide and did not know what to do with the system. We watch the school news on the closed-circuit system each morning. Last year the PE teacher used the closed-circuit system to have students stretch and do yoga prior to starting the CRCT each day. Teachers are not allowed to use this system at all. The media center staff is told what time and what video they would like to watch, they set an alarm clock and put it in. Occasionally, a conflict arises when more than one grade level wants to see something, but those days are few and far between. While I originally was appalled at how the system is run, it seems to work for the teachers in my building and the media center staff.
Within the last month, all classrooms were given new video projectors, screens and DVD/VCRs, courtesy of SPLOST, which Cobb County citizens vote on each year. SmartBoards will be added to the classrooms this summer, replacing the new screens that just went up. While I LOVE the idea of the SmartBoards, the cost of the screens followed by removal/replacement seems silly, when there is such a budget crisis. Adding the projectors seems to have sparked an interest to use GPB education in many of the teachers.
Until recently, the only teacher I have seen use the Digital Video Streaming was the Target teacher. She uses it religiously each week to show students something new and exciting. I get as eager to learn as the students do when it appears. I have viewed a few videos and used a small portion of the site, but to see what all is available is amazing. “The tip of the iceberg” is how it was presented to us this week in our class notes, and I agree completely. The A to Z listing of available videos had me deciding which I would watch first and it was a tough choice. I could, and have, looked here for hours! From Suze Orman to Wayne Dyer to a group of eighth graders learning about engineering, the choices are almost endless. Students can learn almost anything they want to learn and teachers can do the same. Digital video streaming, as well, is great. I am in the process of teaching the kindergarten team with whom I work to use this with their students. There are videos on birds’ nests for students, a video on how children learn to read and write, and many other educational resources. The fact that this is all free to us is terrific. Why every classroom does not use it is beyond me.
One of my many, current ideas is to get the media specialist to teach teachers all about the resources or allow me to put together an instructional video on how to use it and why they should. I have talked with a few grade levels about what GPS they like to use with video and am in the beginning stages of working on this.
With the budget in its current shape, we can use all the free resources we have. Some are good, some are better, but GPB Education is one of the best!
Within the last month, all classrooms were given new video projectors, screens and DVD/VCRs, courtesy of SPLOST, which Cobb County citizens vote on each year. SmartBoards will be added to the classrooms this summer, replacing the new screens that just went up. While I LOVE the idea of the SmartBoards, the cost of the screens followed by removal/replacement seems silly, when there is such a budget crisis. Adding the projectors seems to have sparked an interest to use GPB education in many of the teachers.
Until recently, the only teacher I have seen use the Digital Video Streaming was the Target teacher. She uses it religiously each week to show students something new and exciting. I get as eager to learn as the students do when it appears. I have viewed a few videos and used a small portion of the site, but to see what all is available is amazing. “The tip of the iceberg” is how it was presented to us this week in our class notes, and I agree completely. The A to Z listing of available videos had me deciding which I would watch first and it was a tough choice. I could, and have, looked here for hours! From Suze Orman to Wayne Dyer to a group of eighth graders learning about engineering, the choices are almost endless. Students can learn almost anything they want to learn and teachers can do the same. Digital video streaming, as well, is great. I am in the process of teaching the kindergarten team with whom I work to use this with their students. There are videos on birds’ nests for students, a video on how children learn to read and write, and many other educational resources. The fact that this is all free to us is terrific. Why every classroom does not use it is beyond me.
One of my many, current ideas is to get the media specialist to teach teachers all about the resources or allow me to put together an instructional video on how to use it and why they should. I have talked with a few grade levels about what GPS they like to use with video and am in the beginning stages of working on this.
With the budget in its current shape, we can use all the free resources we have. Some are good, some are better, but GPB Education is one of the best!
Friday, March 26, 2010
Social Networking...Friend or Foe?
Social networking..it’s the phrase we’ve all come to know. Had it been mentioned five years ago, no one would have known exactly what was meant. I have managed to make it thus far without joining Facebook® or any variety thereof. The majority of the teachers I am with daily have a Facebook® account. They all talk each day about what they have posted and what other teachers have posted. Honestly, I am not interesting enough to have that sort of page about me; nor I do not want to know that much detail about another’s life . At times the level of impropriety amazes me. When our principal had to tell a teacher to remove a specific posting, I became conscious that my apprehension to join in has been based on that fear. However, I am realizing as I read that a social networking tool could be good for school and for a media center. The realization then sets in that I do not have to have a personal site; I could use one only with educational purposes in mind.
Reading Alex Ragone’s blog on social networking further secures my ideas that educational social networking is a good idea, but that policies covering their use should also be in place. While students do not always intentionally “friend” teachers outside of the work realm, teachers need to be aware of the potential problems this could create and abide by the rules in place.
After considering what is entailed in setting up this sort of network, I see that wikispaces are a social networking site that students can access. This is available at my school! I have talked with several teachers about setting up a book club for our own pleasure reading and they are all for it. Figuring that this would reflect the setting up of a student book club, my plan is to proceed and see what we get. Teachers can be involved in the first round; we can then set it up for students with some ground rules provided at that start.
In the elementary school where I currently work, there is a team for the Helen Ruffin Reading Bowl. While I do think that elementary students should not be on a social networking site, one could be used for middle to high school students to allow for discussion of books outside of the book club meetings. If started and mediated by the media specialist, the control would not be an issue. The issue of bad postings would be gone as the media specialist sees all postings before they appear to the public. Students can read each other’s thoughts and perhaps have a conversation with someone they would not have access to on a daily basis; an older student or student in another school perhaps. The thoughts of this sort of “book club” are exciting to me and to many students with whom I have spoken.
Additionally, I can see a media specialist setting up a networking site to allow for voting for Georgia Book Awards winners, for requesting favorite materials or collaboration with other media specialists. To increase pleasure reading in students is one of my goals. Setting up a place where students and teachers alike can go and discuss books they have read is exciting! In my mind, the ideas for this type of networking are endless.
Having thought about this for the week, I can honestly say that my thoughts on social networking are shifting. I still don’t have much desire(or time!) for Facebook®, but do realize its value and place. Used properly, even the most social of networks can have a place in an educational setting.
Reading Alex Ragone’s blog on social networking further secures my ideas that educational social networking is a good idea, but that policies covering their use should also be in place. While students do not always intentionally “friend” teachers outside of the work realm, teachers need to be aware of the potential problems this could create and abide by the rules in place.
After considering what is entailed in setting up this sort of network, I see that wikispaces are a social networking site that students can access. This is available at my school! I have talked with several teachers about setting up a book club for our own pleasure reading and they are all for it. Figuring that this would reflect the setting up of a student book club, my plan is to proceed and see what we get. Teachers can be involved in the first round; we can then set it up for students with some ground rules provided at that start.
In the elementary school where I currently work, there is a team for the Helen Ruffin Reading Bowl. While I do think that elementary students should not be on a social networking site, one could be used for middle to high school students to allow for discussion of books outside of the book club meetings. If started and mediated by the media specialist, the control would not be an issue. The issue of bad postings would be gone as the media specialist sees all postings before they appear to the public. Students can read each other’s thoughts and perhaps have a conversation with someone they would not have access to on a daily basis; an older student or student in another school perhaps. The thoughts of this sort of “book club” are exciting to me and to many students with whom I have spoken.
Additionally, I can see a media specialist setting up a networking site to allow for voting for Georgia Book Awards winners, for requesting favorite materials or collaboration with other media specialists. To increase pleasure reading in students is one of my goals. Setting up a place where students and teachers alike can go and discuss books they have read is exciting! In my mind, the ideas for this type of networking are endless.
Having thought about this for the week, I can honestly say that my thoughts on social networking are shifting. I still don’t have much desire(or time!) for Facebook®, but do realize its value and place. Used properly, even the most social of networks can have a place in an educational setting.
Monday, March 22, 2010
The Simplicity of School TV News!
After viewing the two TV newscasts posted in CourseDen this week, I was extremely impressed with the talent of both newscasts. Both give great ideas on how to complete an impressive newscast to present to your school.
I talked with the media specialist, Mrs. Conner, at Central Elementary. Their school TV news is done every morning when the bell rings at 7:50am. A camera is set up in the conference room of the school. A select group of six students, fifth graders, who are doubled up to run the show. Students take turns running things behind the camera for a week, such as the camera, lights, and music, then they would have two weeks off. Mrs. Conner is the assistant director/producer. The Quest teacher has another group of six students who also rotate and these students are in front of the camera. Under the Quest teacher's direction the student's make the announcements, read the lunch menu, read the math word of the day lesson, read the character word of the day lesson, and read a Spanish word of the day lesson. The math, character, and Spanish word of the day lessons consist of reading the word, giving the defintion, and giving and example of the word. Sometimes, but not often, a live interview may be conducted with guests to Central Elementary or small groups of student's who have done something on behalf of the school. This might include All County Chorus Winners, Academic Team members who had won a meet, Drug Awareness Poster Winners, and any other special programs.
When the news begins at 7:50am a previously recorded tape of the students asking everyone to stand for the pledge of the allegiance and moment of silence comes on. On Monday's only, a recording of the Star Spangled Banner, but the other four days of the week the news goes to live feed, using one camera, one monitor, one light, and one CD player. The camera fades in with the students reading the days announcements, moving right into the word of the day lessons, then an ending moment where students say goodbye as music fades in, and then the screen fades to black. The actual newscast usually takes about five minutes, but prior to the newscasts it takes about ten minutes to get ready.
Students are selected by teacher recommendations. Since Mrs. Conner only knows students through the media center, she likes to have teachers inputs on if the student can be reliable when it comes to attendance, and if they can be reliable with the equipment. The Quest teacher selects the students by whose dialect can be understood, who can stay on task, and if the students can be reliable with their attendance.
The problems faced with the newscasts mainly consist of problems with the equipment since it is rather old. Most days the equipment works fine. Mrs. Conner hesitates when sending equipment off to be repaired, as it might take a month or two for the equipment to return. Another big issue with newscasts is the cable system. If the cable system goes out, it could take days or weeks for the county maintenance workers to fix the problem. If things can not be fixed into proper working order students may read the days announcements over the intercom. The only problem with reading the announcements over the intercom is that the "behind the scenes" students do not have a job to complete.
I talked with the media specialist, Mrs. Conner, at Central Elementary. Their school TV news is done every morning when the bell rings at 7:50am. A camera is set up in the conference room of the school. A select group of six students, fifth graders, who are doubled up to run the show. Students take turns running things behind the camera for a week, such as the camera, lights, and music, then they would have two weeks off. Mrs. Conner is the assistant director/producer. The Quest teacher has another group of six students who also rotate and these students are in front of the camera. Under the Quest teacher's direction the student's make the announcements, read the lunch menu, read the math word of the day lesson, read the character word of the day lesson, and read a Spanish word of the day lesson. The math, character, and Spanish word of the day lessons consist of reading the word, giving the defintion, and giving and example of the word. Sometimes, but not often, a live interview may be conducted with guests to Central Elementary or small groups of student's who have done something on behalf of the school. This might include All County Chorus Winners, Academic Team members who had won a meet, Drug Awareness Poster Winners, and any other special programs.
When the news begins at 7:50am a previously recorded tape of the students asking everyone to stand for the pledge of the allegiance and moment of silence comes on. On Monday's only, a recording of the Star Spangled Banner, but the other four days of the week the news goes to live feed, using one camera, one monitor, one light, and one CD player. The camera fades in with the students reading the days announcements, moving right into the word of the day lessons, then an ending moment where students say goodbye as music fades in, and then the screen fades to black. The actual newscast usually takes about five minutes, but prior to the newscasts it takes about ten minutes to get ready.
Students are selected by teacher recommendations. Since Mrs. Conner only knows students through the media center, she likes to have teachers inputs on if the student can be reliable when it comes to attendance, and if they can be reliable with the equipment. The Quest teacher selects the students by whose dialect can be understood, who can stay on task, and if the students can be reliable with their attendance.
The problems faced with the newscasts mainly consist of problems with the equipment since it is rather old. Most days the equipment works fine. Mrs. Conner hesitates when sending equipment off to be repaired, as it might take a month or two for the equipment to return. Another big issue with newscasts is the cable system. If the cable system goes out, it could take days or weeks for the county maintenance workers to fix the problem. If things can not be fixed into proper working order students may read the days announcements over the intercom. The only problem with reading the announcements over the intercom is that the "behind the scenes" students do not have a job to complete.
Thursday, March 11, 2010
The Wonder Of Media Center Webpages
When constructing a media center web page, the most important question is "What do you want the purpose of the web page to be?" Once you determine the purpose, you can decide if a web page, wiki, or a blog would be the best idea. I think that a web page is the best idea. That is just my opinion, but others may feel differently. A lot of blogs and wikis are blocked so that would create a problem when students go to view it. When you begin to create your web page, it is a good idea to view other media center's web pages just to get an idea of what they have included on theirs.
I would want to have a media center web page that helped students, teachers, parents, and other members of the school community. Web pages should contain many different items. A few things that I believe are important is the goal of the media center, a link for any reading program used in the school, a school calender, contact information, the library catalog, and any important information. The web page should be easily read, and should not contain an abundant amount of information. You want to keep things, shall we say, "short and sweet." Web pages should have a font that can be read easily by the users. The web page should contain images that grasp the users attention, but the web page should not have too many images on the page. The age group viewing the page should be considered when building the website. The website should be promoted througout the school. Classroom teachers should have it easily available to their students, and the website should be introduced to faculty and parents. I believe that a well designed website will benefit all users. The website should be educational and fun for all.
I would want to have a media center web page that helped students, teachers, parents, and other members of the school community. Web pages should contain many different items. A few things that I believe are important is the goal of the media center, a link for any reading program used in the school, a school calender, contact information, the library catalog, and any important information. The web page should be easily read, and should not contain an abundant amount of information. You want to keep things, shall we say, "short and sweet." Web pages should have a font that can be read easily by the users. The web page should contain images that grasp the users attention, but the web page should not have too many images on the page. The age group viewing the page should be considered when building the website. The website should be promoted througout the school. Classroom teachers should have it easily available to their students, and the website should be introduced to faculty and parents. I believe that a well designed website will benefit all users. The website should be educational and fun for all.
Universal Web design: Making Web sites accessible to all
Universal Web design: Making Web sites accessible to all by Doug Adams. Retrieved from http://www.4teachers.org/techalong/adams/index2.shtml on March 3, 2010.
“Can you imagine having to surf the Net without a monitor? What if you could see pages, but couldn't point and click? How would you navigate the Web? For most of us, an inaccessible Web page is one which uses technology not available in our browser. We haven't installed that plug-in, we are using an older version which doesn't support newer technologies, or our brand of browser doesn't support a competitor's technology.”
Doug Adams caught my eye on this consideration to media center websites. With schools that have school websites, if you dig far enough, you will usually find the media center site, each with varying degrees of appeal and usefulness. But what of the special needs students? Adams brings up several points to consider.
Blind and visually impaired people use screen reader software, which translates text on the screen to Braille or spoken words. This software is usually limited to reading from left to right and top to bottom, which works fine for standard text but simply can't handle the complex formatting on many Web pages. Newspaper style columns and tables used for formatting cause problems for screen readers which also cannot translate graphics.
Students with fine motor skills issues don’t have the ability to point and click easily. I think of how many times I sat with my young daughters or my old mother and would say so they would understand that a double click requires a bit of speed control. Click too slow and it doesn’t work. If your Webpage has some of the multilink images (say the World Atlas and you need to click on Maryland to get to their map) think of the frustration if you can’t control your mouse.
Are all your media center computers set up for right handed students? All your directions written in l format? What of the student has limited use of their right hand or is missing their right arm totally? What can you do for them?
Luckily for us, the standards have been set by the World Wide Web Consortium (W3C). They have created a set of specifications as part of their Web Accessibility Initiative (WAI) to help make Web pages accessible to people with disabilities. Located at www.w3.org/TR/WD-WAI-PAGEAUTH, the guidelines cover everything from style and structure to images, audio and video. (Do you provide headsets for the hearing impaired so they can crank up the audio on the computer without disturbing the entire lab?) It is an exhaustive list of guidelines. So they created Bobby. Bobby is a free program designed by the Center for Applied Special Technology (CAST), that will check a Web page for accessibility issues and suggest changes needed to make the page W3C/WAI compliant. To use Bobby, type the URL of the Web page to be checked into Bobby's online form (www.cast.org/bobby/). Bobby returns a detailed report of the required (by law) and recommended changes to make the site accessible. It also checks your sites compliancy with all the different varieties of Web browsers. I think the best thing about using Booby is that it will improve the use of the website for all users. Following standards on the Web helps everyone. It ensures that browsers stay compatible and that Web pages remain usable, and most of the recommended changes take only a minute or two to implement. A school or media center with an inaccessible Web page is exactly like a building without wheelchair access or a museum without services for the blind.
For more information on Web accessibility and usability issues, check out the following pages:
All Things Web (www.pantos.org/atw/), which includes a humorous article called "Could Helen Keller Read Your Page?” (www.pantos.org/atw/35412.html)
The Yuri Rubinsky Insight Foundation: WebABLE (www.paciellogroup.com/index.php). Browse this site for other library resources.
Designing a More Usable World (http://trace.wisc.edu/world/web/).
Doug Adams is guru of all information at SCR*TEC, located at University of Kansas in Lawrence, Kansas.
“Can you imagine having to surf the Net without a monitor? What if you could see pages, but couldn't point and click? How would you navigate the Web? For most of us, an inaccessible Web page is one which uses technology not available in our browser. We haven't installed that plug-in, we are using an older version which doesn't support newer technologies, or our brand of browser doesn't support a competitor's technology.”
Doug Adams caught my eye on this consideration to media center websites. With schools that have school websites, if you dig far enough, you will usually find the media center site, each with varying degrees of appeal and usefulness. But what of the special needs students? Adams brings up several points to consider.
Blind and visually impaired people use screen reader software, which translates text on the screen to Braille or spoken words. This software is usually limited to reading from left to right and top to bottom, which works fine for standard text but simply can't handle the complex formatting on many Web pages. Newspaper style columns and tables used for formatting cause problems for screen readers which also cannot translate graphics.
Students with fine motor skills issues don’t have the ability to point and click easily. I think of how many times I sat with my young daughters or my old mother and would say
Are all your media center computers set up for right handed students? All your directions written in
Luckily for us, the standards have been set by the World Wide Web Consortium (W3C). They have created a set of specifications as part of their Web Accessibility Initiative (WAI) to help make Web pages accessible to people with disabilities. Located at www.w3.org/TR/WD-WAI-PAGEAUTH, the guidelines cover everything from style and structure to images, audio and video. (Do you provide headsets for the hearing impaired so they can crank up the audio on the computer without disturbing the entire lab?) It is an exhaustive list of guidelines. So they created Bobby. Bobby is a free program designed by the Center for Applied Special Technology (CAST), that will check a Web page for accessibility issues and suggest changes needed to make the page W3C/WAI compliant. To use Bobby, type the URL of the Web page to be checked into Bobby's online form (www.cast.org/bobby/). Bobby returns a detailed report of the required (by law) and recommended changes to make the site accessible. It also checks your sites compliancy with all the different varieties of Web browsers. I think the best thing about using Booby is that it will improve the use of the website for all users. Following standards on the Web helps everyone. It ensures that browsers stay compatible and that Web pages remain usable, and most of the recommended changes take only a minute or two to implement. A school or media center with an inaccessible Web page is exactly like a building without wheelchair access or a museum without services for the blind.
For more information on Web accessibility and usability issues, check out the following pages:
All Things Web (www.pantos.org/atw/), which includes a humorous article called "Could Helen Keller Read Your Page?” (www.pantos.org/atw/35412.html)
The Yuri Rubinsky Insight Foundation: WebABLE (www.paciellogroup.com/index.php). Browse this site for other library resources.
Designing a More Usable World (http://trace.wisc.edu/world/web/).
Doug Adams is guru of all information at SCR*TEC, located at University of Kansas in Lawrence, Kansas.
Wednesday, March 3, 2010
Wiki Wonder!
A wiki is a type of website that allows visitors themselves to easily add, remove, and edit and change available content. There are three different sites where you can create a wiki. They consist of Wikispaces, WetPaint, and PBWiki. The ease of the website makes for an effective tool for collaborating. Wiki's can be read just like any other website, but the power of the wiki lies within the group that is collaborating on the content of the site. The wiki is a tool that can be used in education by teachers and students. Student's can use wiki's for group reports, to compile data, and share research results they have found. Teacher's can use wiki's to work together on curriculum.
There are many different ways wiki's can be used in a classroom. Educators just should be creative, and it is sure to be hit among your students. Educators may want to choose wikis because they are free, they run on older computers, they run on slower internet services, and they are easy to use. When using wiki's learning goes up, excitement increases among the students, the ability to track student particiaption, the ability to control who joins/edits and views the wiki, and it is a great "scrapbook" of digital artifacts. Wikis are a great way to summarize lessons, collaborate notes, and promote classroom organization.
There are two negative aspects of the wiki. One concern is that it takes a vast amount of time to monitor the site, and also to keep the site updated. You do not want you wiki to turn into a site that hasn't been updated in month's or even year's. Another concern with wiki's is that members can add, edit, and delete another member's information they have posted. Sometimes this can be done purposely, and other times it can be done on accident. When working with a wiki, users want to be very careful so that they make sure they do no edit or delete another member's information. Wiki's can be protected so that they are not left open to everyone on the web.
Interesting Websites:
http://blog.aids.gov/downloads/toolkit_wikis.pdf
http://www.shambles.net/pages/learning/ict/wikiedu/
There are many different ways wiki's can be used in a classroom. Educators just should be creative, and it is sure to be hit among your students. Educators may want to choose wikis because they are free, they run on older computers, they run on slower internet services, and they are easy to use. When using wiki's learning goes up, excitement increases among the students, the ability to track student particiaption, the ability to control who joins/edits and views the wiki, and it is a great "scrapbook" of digital artifacts. Wikis are a great way to summarize lessons, collaborate notes, and promote classroom organization.
There are two negative aspects of the wiki. One concern is that it takes a vast amount of time to monitor the site, and also to keep the site updated. You do not want you wiki to turn into a site that hasn't been updated in month's or even year's. Another concern with wiki's is that members can add, edit, and delete another member's information they have posted. Sometimes this can be done purposely, and other times it can be done on accident. When working with a wiki, users want to be very careful so that they make sure they do no edit or delete another member's information. Wiki's can be protected so that they are not left open to everyone on the web.
Interesting Websites:
http://blog.aids.gov/downloads/toolkit_wikis.pdf
http://www.shambles.net/pages/learning/ict/wikiedu/
Saturday, February 27, 2010
Podcasting 101 - Give your students a voice!
I have come so far. Until very recently, Podcasts were just something I listened to when on long road trips with my family. We have our favorites, “Wait, Wait, Don’t Tell Me” and “Prairie Home Companion.” I always thought they were something that anyone, more technically savvy than I, could do. Additionally, thinking the word “pod” made them only available as a download to an iPod™, I never considered that they could be played on a computer.
I am transformed. After listening to the podcasts available on Radio WillowWeb (I am simply amazed at the Winter Olympics podcast I heard!), at the Beverly Media Center site, and reading what Kristin Fontichiaro has to say about them, I can say I am truly a convert. At my present school, we do not do podcasts at all. In fact, many times I feel that my district is behind the times in what they teach their students concerning technology. Several media specialists that I know, when asked what kind of technology they teach, simply answer, “Whatever the class room teacher wants me to teach.” This is not the best answer. In order to compete nationally and globally, our students will need to be on the leading edge of technology, not bringing up the rear.
I am motivated. What do we do in our schools to initiate, or advance, the use of podcasts? First and foremost, we need to show teachers that they are easy to create. When teachers ask me if we can accomplish something, I (almost) always say yes. Then, I figure out how to do it. With podcasts, I am at an advantage in that I somewhat understand how to make them. My school has access to all the resources needed to make them, yet we do nothing. Promoting their use is a first important action. Listed below are some ideas for their use:
• Students can use them to increase fluency in reading with our reading teacher. If students make a podcast in the media center, the reading teacher could listen to more each day instead of spending much of her time walking around the school to get students.
• In upper elementary, we have an Ellis Island simulation each year. Currently, students do a heritage project learning about their ancestors. Interviewing their “ancestors” to share with classmates can be possible through the use of a podcast.
• Foreign language teachers, in middle and high school, could make a podcast for student verbal testing, and have students record their answers within.
• Language arts students could write and recite poetry for each other. As middle school students are sometimes reluctant to share their work, this would be a less scary alternative to standing in front of the class.
• High school students could share podcasts with students in other countries. Language practice is one idea, as well as sharing of social and educational norms.
How do we get teachers on board? Ideally, I would give them homework and a time to meet with me to discuss how to get started. Homework would be to do the website readings listed above, make a short podcast (or vodcast), and list any questions they may have. While the teacher is working on this, I would be doing the same. Obviously, I would make myself available for help whenever needed, and would fully support their use. I truthfully believe that once a teacher sees how easy they are, the possibilities are endless. This is a resource that is quick to learn, easy to use, fun and enhances our students’ capabilities. Learning together is an optimal idea and one that I fully support. Technology augments our students’ passion for life-long learning. Isn’t that what we all want?
Let’s get started!
submitted by Sarah Dupuis
I am transformed. After listening to the podcasts available on Radio WillowWeb (I am simply amazed at the Winter Olympics podcast I heard!), at the Beverly Media Center site, and reading what Kristin Fontichiaro has to say about them, I can say I am truly a convert. At my present school, we do not do podcasts at all. In fact, many times I feel that my district is behind the times in what they teach their students concerning technology. Several media specialists that I know, when asked what kind of technology they teach, simply answer, “Whatever the class room teacher wants me to teach.” This is not the best answer. In order to compete nationally and globally, our students will need to be on the leading edge of technology, not bringing up the rear.
I am motivated. What do we do in our schools to initiate, or advance, the use of podcasts? First and foremost, we need to show teachers that they are easy to create. When teachers ask me if we can accomplish something, I (almost) always say yes. Then, I figure out how to do it. With podcasts, I am at an advantage in that I somewhat understand how to make them. My school has access to all the resources needed to make them, yet we do nothing. Promoting their use is a first important action. Listed below are some ideas for their use:
• Students can use them to increase fluency in reading with our reading teacher. If students make a podcast in the media center, the reading teacher could listen to more each day instead of spending much of her time walking around the school to get students.
• In upper elementary, we have an Ellis Island simulation each year. Currently, students do a heritage project learning about their ancestors. Interviewing their “ancestors” to share with classmates can be possible through the use of a podcast.
• Foreign language teachers, in middle and high school, could make a podcast for student verbal testing, and have students record their answers within.
• Language arts students could write and recite poetry for each other. As middle school students are sometimes reluctant to share their work, this would be a less scary alternative to standing in front of the class.
• High school students could share podcasts with students in other countries. Language practice is one idea, as well as sharing of social and educational norms.
How do we get teachers on board? Ideally, I would give them homework and a time to meet with me to discuss how to get started. Homework would be to do the website readings listed above, make a short podcast (or vodcast), and list any questions they may have. While the teacher is working on this, I would be doing the same. Obviously, I would make myself available for help whenever needed, and would fully support their use. I truthfully believe that once a teacher sees how easy they are, the possibilities are endless. This is a resource that is quick to learn, easy to use, fun and enhances our students’ capabilities. Learning together is an optimal idea and one that I fully support. Technology augments our students’ passion for life-long learning. Isn’t that what we all want?
Let’s get started!
submitted by Sarah Dupuis
Friday, February 26, 2010
Posting schedule
Somehow, I managed to misplace our complete posting schedule. I have the following listed and hope that you will add to it.
Sarah's topics:
Podcasting - March 1
Social Networking - March 29
Video Distributions and GPB Resources - April 5
Technology Training - April 12
Sarah's topics:
Podcasting - March 1
Social Networking - March 29
Video Distributions and GPB Resources - April 5
Technology Training - April 12
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